Rachel Musser Honors English 11 Great Gatsby Vocabulary and Discussion Critical Learning Objectives (nu bered!

"#ro (bulleted! being taught in this lesson+ y $nit %re#ace&' #ollo(ed by )*eci#ic Learnings

SWBAT: Cognitive (,no(-understand!+ Students will understand that our knowledge of language and vocabulary only increases with use. Students will understand desire is not a clean cut emotion, but is complicated and clouded by both cultural, interpersonal and individual factors. .##ective (#eel-value!+ Students will value words they read in a te t as a way to increase their vocabulary. Students will feel sympathy for the characters inabilities to fulfill their desires in !atsby. %er#or ance (do!+ Students will be able to use vocabulary words found in !atsby to write a free"write. Students will be able to use discussion and writing as a way to think critically about The !reat !atsby and the desires of the characters. )OL/s+ #$ist with numbers portrayed in the S%$ document& ''.( k) !enerate and respond logically to literal, inferential, evaluative, synthesi*ing, and critical thinking +uestions before, during, and after reading te ts. %rocedures-0nstructional )trategies [Note: Any words that represent what , would say directly to students appear in italics] 11 )te* 1 "23 ins&+ Vocabulary .ctivity 4ree56rite Students will write a short story using the vocabulary words they-ve picked from the novel. They must use at least . of the words correctly in the story and will be given the first thirty minutes of class to complete the challenge. Students can write about something that has happened to them recently or make up a fictional piece. This allows for student choice and creativity. Students will write for /0 minutes and then share in small and then large groups e plaining what their vocabulary words mean to their peers. 71 )te* 7 "73 in&+ 8he Eyes o# 89 Ec,leberg and Religion The teacher will use direct instruction and short writing activities to lead students in a discussion of a key symbol in the novel. The teacher will first read passages from 1hapter 2 about the symbol and then have students write down their thoughts. Afterwards the students will discuss briefly in small group and then in large group. 21 )te* 2 "1: in& . Man (ith no ;O(l Eyes< 5 Discussing Gatsby=s 4uneral The teacher will discuss the funeral scene and read a short passage to students. The teacher will then pose the +uestion: !atsby-s mansion is filled with people while he is alive, but no other than 3ick, only two people come to his funeral. Why do you think this is and what do you think is significant about the people who do

show up4 Students will then complete a think"pair 5small group) share. (. )te* >+ "73 in& )o (hat=s the deal (ith ?ic,@ What does 3ick desire4 What is 3ick-s American 6ream4 The teacher will ask students to bring their thoughts back to the narrator. What motivates him as a character and how can we understand him given that he focuses so much on !atsby, and we as a result do too. :1 )te* :+ Close ": in #leA ti e& The teacher will use this time to make announcements about the rest of the week and an upcoming pro7ect. Methods o# .ssess ent+ 6iscussion Di##erentiated 0nstruction+ Materials ?eeded+ 8aper 8encils